Essential Questions:
How do I use my senses?
Vocabulary
Development
• II.D.1 Child uses a
wide variety of words
to label and describe
people, places, things,
and actions. (C) Uses
words to
communicate how he
is feeling.
English
Vocabulary
Spanish
Vocabulary
Language and Literacy
• II.B.1 Child is able to use
language for different
purposes. (A) Requests help
from a teacher to get a ball
that went over the
playground fence.
IDP(22-33-34-35)
Lesson Focus:
5 Senses
Date:
Oct. 19th – 23rd 2015
Week 9
Week 4 of 2nd six weeks
Teachers
Olga Lucia Orozco &
Reyna Soberanes
Social Emotional
Math:
• V.A.3 Child counts 1-10 items,
with one count per item. (B)
Knows that each finger
represents one count (2 fingers
represent two counts; 3 fingers
represent three counts, etc.).
Listening Comprehension Skills
• II.A.3 Child shows
understanding of the new
language being spoken by
English-speaking teachers and
peers.
Social Development
• I.B.2.a Child begins to understand
difference and connection between
feelings and behaviors. (A)
Expresses emotions that are
congruent with situations
(disappointment when plans are
changed; happiness and pride at
mastering a challenging task).
IDP(22-25-26-27-28-30-31-32-3334-)
• I.B.2.c Child is able to increase or
decrease intensity of emotions
more consistently, although adult
guidance is sometimes necessary.
(B) Responds positively to adult
guidance in using calming strategies
(suggestions to separate self from
frustrating situation; takes a deep
breath; etc.).
IDP(22-25-26-27-28-30-33-34-36)
IDP(22-23-27-31-33-34-35-36)
IDP(21-22-27-31-32-33-34-35-36-)
Technology
(ELL). (A) Follows a set of
routines for activities and can
make sense of what is
happening.
X.A.1. Child opens and navigates
through software programs
designed to enhance
development of appropriate
concepts. IDP(21-22-25-26-27-28-
• VII.A.3 Child organizes their
life around events, time, and
routines. (A) Identifies common
events and routines (snack
time, story time).
IDP(22-25-26-27-30-31-33-34-)
IDP(22-25-26-27-30-31-33-34-)
30-31-32-33-34-35-36-37-38)
Different/ same/ above/on/ between/under/ next to/ sight/ hearing/ smell/taste/touch/
Diferentes/ iguales/ arriba/entre (en medio)/vista/oido/olfato/gusto/ tacto
LESSON
COMPONENTS
Monday
Individual
Greeting
Morning
Activities
Writing Name
Calendar
Time: 8:00 –
8:30
Individual Greeting
Hello song, Days of the week
song, Months of the year
song, Today is Sunday song.
Pledge US & TX
Transition to Breakfast
Let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather
News Day-Week
Routines and
Procedures
CLI Assessments
Individual Greeting
Hello song, Days of the week
song, Months of the year song,
Today is Sunday song.
Pledge US & TX
Transition to Breakfast
Let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather
News Day-Week
Routines and Procedures
CLI Assessments
Individual Greeting
Hola song, Dias de la
semana, Meses del Año,
Hoy es Domingo song
Pledge US & TX
Transition to Breakfast let’s
send hugs to…(Absent,
sick, and family members)
Calendar/ Classroom
helpers/Weather
News Day-Week
Routines and Procedures
CLI Assessments
Individual Greeting
Hello song, Days of the week
song, Months of the year song,
Today is Sunday song.
Pledge US & TX
Transition to Breakfast let’s
send hugs to…(Absent,
sick, and family members)
Calendar/ Classroom
helpers/Weather
News Day-Week
Routines and Procedures
CLI Assessments
Individual Greeting
Hola song, Dias de la
semana, Meses del Año,
Hoy es Domingo song
Pledge US & TX
Transition to Breakfast let’s
send hugs to…(Absent,
sick, and family members)
Calendar/ Classroom
helpers/Weather
News Day-Week
Routines and Procedures
CLI Assessments
Time: 8:30-9:00
Breakfast
Breakfast
Breakfast
Teacher and Co-teacher sit
at the tables with the
Teacher and Co-teacher sit at
the tables with the students and
Breakfast
Teacher and Co-teacher sit at
the tables with the students and
Breakfast
Breakfast
Teacher and Co-teacher sit at
the tables with the students and
Teacher and Co-teacher sit at
the tables with the students and
Washing hands,
potty as needed
Brushing teeth
Tuesday
Wednesday
Thursday
Friday
Transition after
breakfast:
LA Journals
students and will talk about
Daily routines and
procedures.
will talk about Daily routines
and procedures.
will talk about Daily routines
and procedures.
will talk about Daily routines
and procedures.
will talk about Daily routines
and procedures.
9:00-9:10
Brain Gym
Positional Language
Using Positional
Vocabulary
Reinforcing Positional
Vocabulary.
Review Positional
Language
Practicing language of
shape and position
Materials:
Song Poster 7 Oh Where, Oh
where? and CD
I think I will go Flying Big
book (a story about opposites)
We will read and discuss the
book , then, students will
practice positional words and
actions with stick puppets (
Cloud and puppet stick in the
back of the book)
For reference: Book Growing
with Mathematics topic 3,
page 3-8
Materials:
Song Poster 7 Oh Where, Oh
where? and CD
Different shapes in different
colors. (you will find the
shapes in the second behind
the CD Player)
The teacher will instruct the
students, using a wide variety
of positional language, such as,
hold the shapes in front, in
back, etc
For reference: Book Growing
with Mathematics topic 3,
page 3-9
Materials:
Song Poster 7 Oh Where, Oh
where? and CD
Using stick puppets and
working in couples, the
students will practice the
positional words.
Also, using a nest and books
about nests different animals
build to find safety and shelter,
we will review positional
words. Students will practice
positional words talking about
where different animals could
hide to protect themselves and
their babies. (use classroom
puppets)
For reference: Book Growing
with Mathematics topic 3, page
3-10
Reviewing positional words
with Pepa Pig
Materials: Poster song 7 and
CD, The Hiding Game lap book.
After singing the song, display
the cover and read the title.
Predict the story.
Read the story pausing at the
size words and position in
space encouraging TS to join
in as you read them.
Reread the story. After
reading pages 4-5, ask
children to identify other big
or small objects in the
illustration, such as big and
small leaves, big and small
trees, and big and small
mushrooms.
Discuss other good places for
the animals to hide.
For reference: Book Growing
with Mathematics topic 3,
page 3-11
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Routines and
Procedures
Routines and
Procedures
Review: P
Prior knowledge: Brainstorming
words starting with P.
Materials:
Cancionero, El Perrito
After reading and discussing the
song, singing the song, and
reviewing objects in the ABC Tub
starting with letter P, students will
Write letter P on the board.
Review: P
Prior knowledge: Brainstorming
words starting with P.
Materials:
Cancionero, El Perrito
After reading and discussing the
song, singing the song, and
reviewing objects in the ABC Tub
starting with letter P, Share
writing: Letter P Thinking Map
Teachers and Students
do a routine of exercises
to improve the brain
disposition to learn
Math
Time: 9:109:30
Materials:
Song Poster 7 Oh Where,
Oh where? and CD
Discussion Book pages 8-9
Pretending to hide
(themselves or a puppet)in
the classroom and to
explain where they could
hide using the positional
language
For reference: Book
Growing with Mathematics
topic 3, page 3-7
Reviewing Positional with
Clifford
Reviewing positional words
with Koala
Gross Motor
Development
Time: 9:30-9:50
Language Arts
9:55--10:15
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Routines and
Procedures
Routines and
Procedures
Routines and
Procedures
Review: P
Prior knowledge:
Brainstorming words starting
with P.
Materials:
Cancionero, El Perrito
After reading and discussing
the song, singing the song, and
reviewing objects in the ABC
Tub starting with letter P,
students will Trace letter P
over a textured P.
Review: P
Prior knowledge: Brainstorming
words starting with P.
Materials:
Cancionero, El Perrito
After reading and discussing the
song, singing the song, and
reviewing objects in the ABC Tub
starting with letter P, students will
trace letter P on the air.
Review: P
Prior knowledge: Brainstorming
words starting with P.
Materials:
Cancionero, El Perrito
After reading and discussing the
song, singing the song, and
reviewing objects in the ABC Tub
starting with letter P, students will
trace letter P on their bilingual
pair’s back.
Reviewing positional words
with Panda
Time: 10:1510:35
Small Groups MT-W
Bilingual
Learning Centers
Th-F
LearningSocialization
Centers
Time: 10:3511:30
Students play on
different centers to
develop/enhance
social skills/
Lunch
Time: 11:3011:55
Table 2: Letter P
Table 3: Number 7
Table 1: 5 Senses game
Table 2: Letter M
Table 3: Number 6
Table 1: 5 Senses game
Table 3: Letter M
Table 1: Number 6
Table 2: 5 Senses game
Bilingual leaning Centers
Bilingual leaning Centers
Bilingual pairs interact on
different centers to
develop/enhance
language/social skills and
knowledge
Bilingual pairs interact on
different centers to
develop/enhance
language/social skills and
knowledge
 Reading time
SLR volunteers
Learning/Socialization
Centers
Learning/Socialization
Centers
Learning/Socialization
Centers
Learning/Socialization
Centers
Learning/Socialization
Centers
Teachers interact with the
students while pretended
play
CLI Assessments
Teachers interact with the
students while pretended play
CLI Assessments
Teachers interact with the
students while pretended play
CLI Assessments
Teachers interact with the
students while pretended play
Teachers interact with the
students while pretended play
CLI Assessments
Balanced Food
and Fruit
CLI Assessments
Balanced Food
and Fruit
Balanced Food
and Fruit
Balanced Food
and Fruit
Balanced Food
and Fruit
Teacher and Co-teacher sit
at the tables with the
students.
Teacher and Co-teacher sit at
the tables with the students.
Teacher and Co-teacher sit at
the tables with the students.
Teacher and Co-teacher sit at
the tables with the students.
Teacher and Co-teacher sit at
the tables with the students.
Science / Social
Studies
Time: 11:5512:10
Cinco sentidos, Mira Esto!
By Sally Hewitt
Cinco Sentidos, Huélelo!
By Sally Hewitt
By Christopher Raymond
Cinco Sentidos, Toca Eso!
By Sally Hewitt
Cinco Sentidos, Sabe Bien!
By Sally Hewitt
Cinco Sentidos, Oye Esto!
By Sally Hewitt
Bilingual Pair discussion
Time: 12-1012:30
Gross Motor
Development
SS/Sc Journals
Time: 12:3512:50 Cots down
Activity Center
Activity Center
Activity Center
Activity Center
Activity Center
Students play &
Interact with teacher
and co-teacher
Students play & Interact
with teacher and coteacher
Students play & Interact
with teacher and coteacher
Students play & Interact
with teacher and coteacher
Students play & Interact
with teacher and coteacher
SS/Sc Journals
SS/Sc Journals
SS/Sc Journals
SS/Sc Journals
SS/Sc Journals
Potty as needed
Potty as needed
Potty as needed
Potty as needed
Potty as needed
Nap
Time:12:501:50
Nap: 1:05-2:05
Nap: 1:05-2:05
Nap: 1:05-2:05
Nap: 1:05-2:05
Nap: 1:05-2:05
Manipulative time
Manipulative time
Manipulative time
Manipulative time
Manipulative time
Cots Up
Teachers supervise and
interact with the students
Potty as needed
Teachers supervise and
interact with the students
Potty as needed
Teachers supervise and
interact with the students
Potty as needed
Teachers supervise and
interact with the students
Potty as needed
Teachers supervise and
interact with the students
Potty as needed
Potty as needed
Washing hands
Time:1:50- 2:00
Bilingual Pair
Discussion
Bilingual Pair Discussion
Bilingual Pair Discussion
Library Time
Family Style
Snack Time:
2:00 – 2:15
Time: 2:15-2:30
Good bye
rituals
Dismissal
Second Six
Weeks
Learning Goals
Bananas, animal crackers
and water.
Yogurt, grahams stix, and
water.
Teacher and Co-teacher sit at
the tables with the students.
Teacher and Co-teacher sit at the
tables with the students.
Conceptual
Refinement/Review
Good bye rituals
Conceptual
Refinement/Review
Good bye rituals
Apples, goldfish, and water.
Teacher and Co-teacher sit at the
tables with the students.
Conceptual
Refinement/Review
Good bye rituals
Pudding, vanilla wafers, and
milk.
Teacher and Co-teacher sit at the
tables with the students.
Conceptual
Refinement/Review
Good bye rituals
Graham crackers and Milk.
Teacher and Co-teacher sit at the
tables with the students.
Conceptual
Refinement/Review
Good bye rituals
Language & Literacy
Listening Comprehension Skills
• II.A.1 Child shows understanding by responding appropriately. (D) Responds before, during, and after stories read to the whole class, as well as responding when
read to in a small group.
• II.A.1 Child shows understanding by responding appropriately. (G) Listens to audio-taped stories and shows understanding through body language, pointing to the
appropriate pictures or retelling what she heard.
• II.A.2 Child shows understanding by following two-step oral directions and usually follows three-step directions. (D) Follows directions on a tape or CD to perform
various movements, or gestures.
Speaking Skills
• II.B.1 Child is able to use language for different purposes. (B) Tells a friend that she is angry about being pushed.
• II.B.2 Child engages in conversations in appropriate ways. (B) Responds to both open-ended questions and questions with specific answers ("What do you think
about...?" "What is your favorite kind of pizza?").
• II.B.3 Child provides appropriate information for various situations. (A) Answers questions from adults within the school, other than the classroom teacher, such as
the nurse.
• II.B.3 Child provides appropriate information for various situations. (B) Asks the teacher for help in problem-solving or with tasks such as tying a shoe.
• II.B.4 child demonstrates knowledge of verbal conversational rules. (C) Uses the appropriate tone of voice for the situation (a raised voice to show excitement when
talking about a new pet or outside; a quiet voice when inside).
• II.B.5 Child demonstrates knowledge of nonverbal conversational rules. (A) Looks at a classmate as he discusses what he is going to build in the construction center.
• II.B.5 Child demonstrates knowledge of nonverbal conversational rules. (C) Sits or stands an appropriate distance from a friend as they talk.
• II.C.1 Child's speech is understood by both the teacher and other adults in the school. (A) Speaks clearly enough so that the other adults in the school or a visitor
can understand what he is saying.
Vocabulary and Sentence Skills
• II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions. (A) Explains his favorite part of a fiction or nonfiction book that
was read.
• II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions. (F) Uses the new words while engaging in child initiated play.
• II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions. (G) Uses the new words during role play in the dramatic play
center while assuming the role of cashier (scripts).
• II.D.2 Child demonstrates understanding of terms used in the instructional language of the classroom. (A)
Follows directions during transitional times ("Please line up behind Maria." "Put your coat on the hook next to Rhonda's").
• II.D.2 Child demonstrates understanding of terms used in the instructional language of the classroom. (B)Follows directions in songs to "put your hand over your
head", then "put your hand behind your back."
• II.D.4 Child uses a large speaking vocabulary, adding several new words daily. (A) Uses words to communicate her feelings, needs, and wants.
• II.D.4 Child uses a large speaking vocabulary, adding several new words daily. (C) Asks questions and adds information related to the current topic of conversation
or book.
• II.D.4 Child uses a large speaking vocabulary, adding several new words daily. (F) Tells a simple personal narrative, focusing on favorite or most memorable parts.
• II.D.5 Child uses category labels to understand how the words/objects relate to each other. (A) Answers questions at circle time about construction using a new
word learned from the pretend and learn hardware store.
• II.D.6 Child increases listening vocabulary and begins to develop vocabulary of objects names and common phrases in English (ELL). (A) Participates as a speaker
and listener in group activities including child-initiated imaginative play (plays the role of the store clerk or a waiter in a restaurant).
• II.D.6 Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases in English (ELL). (B) Follows directions when
introduced to a situation.
• II.D.6 Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases in English.(ELL) (H) Responds to stories and
poems (tells a story; enacts a poem; draws a picture to illustrate a story or poem).
• II.E.6 Child engages in various forms of nonverbal communication with those who do not speak her home language (ELL). (B) Responds to greetings with simple
words, gestures, and other nonverbal behavior.
• II.E.7 Child uses single words and simple phrases to communicate meaning in social situations (ELL). (B) Speaks in isolated words (usually a single noun or verb),
depending heavily on gestures to express meaning.
Reading/Phonological Awareness and Comprehension Skills
• III.A.1 Child engages in pre-reading and reading related activities. (B) Engages in acting out a read aloud during circle time or small-group instruction.
• III.A.1 Child engages in pre-reading and reading related activities. (D) Reenacts a favorite story with puppets, props, or felt board characters.
• III.A.1 Child engages in pre-reading and reading related activities. (E) Reads a book to a doll or stuffed animal at the library or dramatic play center.
• III.A.1 Child engages in pre-reading and reading related activities. (F) Asks teacher to re-read a favorite book.
• III.A.1 Child engages in pre-reading and reading related activities. (G) Listens to books on tapes or CDs, following along in the book and turning the pages at the
appropriate time.
• III.A.2 Child uses books and other written materials to engage in pre-reading behaviors. (E) Handles and cares for books in a respectful manner.
• III.A.3 Child asks to be read to or asks the meaning of written text. (A) Requests a favorite book be read.
• III.A.3 Child asks to be read to or asks the meaning of written text. (C) Asks what a note from home says.
• III.B.6 Child can produce a word that rhymes with a given word. (A) Points to the picture that does not rhyme with the other two pictures.
• III.B. 6 Child can produce a word that rhymes with a given word. (C) Identifies the words that rhyme in a read aloud book written in rhyme.
• III.B.6 Child can produce a word that rhymes with a given word. (E) Generates nonsense words that rhyme with a given word.
• III.D.1 Child retells or reenacts a story after it is read aloud. (C) Connects personal experiences to an event in a story (such as relating a personal trip to the zoo after
a zoo story has been read).
• III.D.2 Child uses information learned from books by describing, relating, categorizing, or comparing and contrasting. (A) Relates own experiences to facts read in
books ("When I went to the doctor...").
• III.D.3 Child asks and answers appropriate questions about the book. (B) Identifies the cover of the book and where to begin to read.
• III.D.3 Child asks and answers appropriate questions about the book. (C) Discusses what the author and illustrator do.
Writing Skills
• IV.B.1 Child independently uses letters or symbols to make words or parts of words. (E) Takes a survey of the class for the Question of the Day, such as "Do you
have a pet?"
• IV.B.2 Child writes own name (first name or frequent nickname), not necessarily with full correct spelling or well-formed letters. (C) Signs a thank you note written
to the firemen for bringing the fire engine to school.
• IV.C.1 Child independently writes some letters on request (not necessarily well-formed). (B) Copies letters from food labels. Copies letters on the "gel" bag (baggie
filled with hair gel).
Math
Counting
• V.A.3 Child counts 1-10 items with one count per item. (A) Moves, touches, and/or points to each object while counting, using one to one correspondence (one
count per item).
• V.A.5 Child counts up to 10 items and demonstrates that the last count indicates how many items were counted.
(B) Counts the number of children in a center and says, "Three of my friends are here."
• V.A.5 Child counts up to 10 items and demonstrates that the last count indicates how many items were counted.
(D) Counts children eating apples during snack.
• V.A.7 Child uses the verbal ordinal terms. (E) Uses ordinal terms to describe sequence of daily activities (describes daily schedule).
• Adding to/Taking Away Skills
• V.B.3 Child uses informal strategies to share or divide up to 10 items equally. (A) Acts out literature that shows sharing items. Cook-a-doodle Do-The Little Kitchen.
Geometry and Spatial Sense Skills
• V.C.1 Child names common shapes. (A) Identifies shapes using her sense of touch when blindfolded ("This shape has four sides. It's a square.").
• V.C.1 Child names common shapes. (E) Uses mathematical vocabulary to describe shape pictures ("This triangle has 3 sides and 3 corners.").
• V.C.3 Child demonstrates use of location words. (B) Follows directions (places a stuffed animal "on", "around", and "under" a chair).
Measurement Skills
• V.D.1 Child recognizes and compares heights or lengths of people or objects. (A) Tells who is taller when comparing the height of 2 or more friends.
• V.D.1 Child recognizes and compares heights or lengths of people or objects. (B) Places 2 -10 objects from shortest to tallest or tallest to shortest on the table.
• V.D.4 Child uses language to describe concepts associated with the passing of time. (A) Describes the daily schedule by telling what happens next in the day.
• V.D.4 Child uses language to describe concepts associated with the passing of time. (D) Uses the terms "faster and slower" to describe time or motion.
Classification and Pattern Skills
• V.E.1 Child sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different. (D) Sorts a variety of
objects (fruits and vegetables; vehicles; animals; etc.) and tells why.
• V.E.3 Child recognizes and creates patterns. (E) Recognizes repeating patterns in a predictable book and says the next line.
Science
Fall
• VI.A.1 Child describes, observes, and investigates properties and characteristics of common objects. (C) Sorts, groups, or classifies objects in meaningful ways based
on one or more properties (hard/soft or heavy/light; materials that are made of wood, plastic, rock, or the color of an object).
• VI.A.1. Child describes, observes, and investigates properties and characteristics of common objects. (D) The child predicts whether materials will sink or float;
investigates the hypothesis and draws conclusions based on prior knowledge.
• VI.A.3 Child uses simple measuring devices to learn about objects. (A) The child investigates and discusses the mass of a variety of items (rocks, feathers, metal,
chains, etc.) using a balance or scale; categorizes weighted objects (heavy/light); and length of objects (long/short).
• VI.A.3 Child uses simple measuring devices to learn about objects. (B) Measures volume of water, sand, etc. using non-standard measures (4 cups to fill 1 small
bucket)
• VI.A.3 Child uses simple measuring devices to learn about objects. (C) Measures length using non-standard units.
• VI.B.3 Child recognizes, observes, and discusses the relationship of organisms to their environments. (C) Observes, discusses, and records seasonal changes in the
neighborhood trees and organisms (watches for birds in the spring as they collect nesting materials).
• VI.C.3 Child observes and describes what happens during changes in the earth and sky. (G) Observes seasonal changes.
Living Organisms
• VI.B.3 Child recognizes, observes, and discusses the relationship of organisms to their environments. (B)Observes, discusses, and records living organisms (spiders,
worms, snails, birds) in their natural environments to learn about their habits.
Fire Safety
• VI.A.4 Child investigates and describes sources of energy including light, heat, and electricity. (B) Identifies items that need batteries and equipment in the home
that needs electricity to function.
• VI.D.1 Child practices good habits of personal safety. (B) Dramatizes/demonstrates an understanding of fire safety and shelter in place procedures (stop, drop, roll;
walking to an exit during fire drills, etc.)
Health & Safety
HS2 Safety
• (H2.1) Recognizes the danger of fire and learns to treat fire with caution
• (H2.8) Begins to know not to talk to, accept rides from, or take treats from strangers
• (H2.10) Begins to understand never to take medicine unless it is administered by an adult
Physical Development
Gross Motor
• IX.A.1 Child demonstrates coordination and balance in isolation. (B) Hops on one foot, walks, jogs, jumps, and gallops.
• IX.A.2 Child coordinates sequence of movements to perform tasks. (D) Participates in group games involving movement ("Hokey Pokey").
• IX.A.2 Child coordinates sequence of movements to perform tasks. (F) Moves in rhythm to simple tunes and music patterns.
Fine Motor
• IX.B.1 Child shows control of tasks that require small-muscle strength and control. (A) Manipulates and shapes modeling clay.
• IX.B.1 Child shows control of tasks that require small-muscle strength and control. Uses pincher control (grasps small objects between thumb and index finger) to
manipulate tools (tweezers, eyedroppers and manipulative (linking cubes).
• IX.B.2 Child shows increasing control of tasks that require eye-hand coordination. (D) Completes lacing cards.
Technology
• X.A.1 Child opens and navigates through software programs designed to enhance development of appropriate concepts. (A) Follows basic oral or visual cues for
operating programs successfully.
• X.A.1 Child opens and navigates through software programs designed to enhance development of appropriate concepts. (B) Listens to and interacts with
storybooks and information texts (multimedia encyclopedia) in electronic forms.
• X.A.2 Child uses and names a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen, CD-ROM. (A) Moves and doubleclicks the mouse to interact with software programs.
• X.A.4 Child uses software applications to create and express own ideas. (B) Uses a variety of software packages with audio, video, and graphics to enhance learning
experiences (improving vocabulary; increasing phonological awareness).
Social Studies
Homes
• VII.B.1 Child demonstrates that all people need food, clothing, and shelter. (A) Looks at books of different kinds of shelter and makes a journal entry of a picture of
his/her shelter.
Fire Safety/ Community Helpers
• VII.B.3 Child discusses the roles and responsibilities of community workers. (C) Identifies community helpers (police officers, firefighters, paramedics, bus drivers,
etc.).
• VII.B.3 Child discusses the roles and responsibilities of community workers. (D) Pretends to be different community helpers during play.
• VII.B.3 Child discusses the roles and responsibilities of community workers. (E) Participates in the creation of class books about school and community helpers.
Routines
• VII.D.1 Child identifies flags of the United States and Texas. (A) Identifies (by pointing) to the United States flag when asked.
• VII.D.1 Child identifies flags of the United States and Texas. (B) Identifies (by pointing) to the Texas flag when asked.
• VII.D.2 Child recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of silence. (A) Participates in daily Pledge of
Allegiance activities.
Fine Arts
Art
• VIII.A.1 Child uses a variety of art materials and activities for sensory experience and exploration. (E) Comments on colors, shapes, space, textures, and objects in
the environment.
• VIII.A.1 Child uses a variety of art materials and activities for sensory experience and exploration. (C) Mixes colors to make other colors (red and yellow finger paint
to make orange).
Music
• VIII.B.2 Child responds to different musical styles through movement and play. (B) Follows the beat using body and musical instruments (walks or jumps to the
beat).
• VIII.B.2 Child responds to different musical styles through movement and play. (D) Starts and stops playing of musical instruments when the music starts or stops.
• VIII.B.1 Child participates in classroom music activities. (B) Sings songs about concepts learned in the
Personal & Social Development
Safety
• I.A.3 Child shows reasonable opinion of his own abilities and limitations. (A) Exercises appropriate caution in clearly dangerous situations.
• I.B.1.a Child follows classroom rules and routines with occasional reminders from teacher. (C) Comments on the sequence of the day's events ("After centers it's
time to go outside.").
• I.B.2.a Child begins to understand difference and connection between feelings and behaviors. (D) Uses sign language, a picture system or an adaptive/assistive
device as appropriate.
• I.B.1.b Child takes care of and manages classroom materials. (A) Appropriately handles materials during activities.
• I.C.7 Child begins to have meaningful friends. (B) Seeks help for the friend (going to the teacher for help when a friend falls down.)
Social Interactions
• I.B.2.a Child begins to understand difference and connection between feelings and behaviors. (A) Expresses emotions that are congruent with situations
(disappointment when plans are changed; happiness and pride at mastering a challenging task).
• I.B.2.c Child is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary. (B) Responds positively to
adult guidance in using calming strategies (suggestions to separate self from frustrating situation; takes a deep breath; etc.).
• I.B.3.a Child sustains attention to personally chosen or routine tasks until they are completed. (C) Follows familiar/routine 3-step directions correctly ("Go wash
your hands, get your lunch kit, and find a seat at the table.")
• I.C.1 Child uses positive relationships as modeled by his teacher for her own pro-social behaviors. (C) Engages in conversations with an adult about what he is doing
(e.g., discusses what he is painting at the easel).
• I.C.2. Child assumes various roles and responsibilities as part of a classroom community. (F) Participates in individual, small-, and large-group activities (sings along
with the group during circle time; plays cooperatively in the block center with classmates to build a tower.
• I.C.4 Child increasingly interacts and communicates with peers to initiate pretend play scenarios that share a common plan and goal. (D) Demonstrates the ability
to negotiate and compromise with peers to achieve a cooperative goal.
• I.C.7 Child begins to have meaningful friends. (H) Expresses interest in playing with the friend outside of school.
Transition
Learning
Opportunities
Expectations song Growing with Math songs ; Cancionero Songs/ 5 senses song (Spanish and English)
Hello Song/ Colors song /El Osito/ Los elefantes/Head, shoulders, knees, and toes
Hola Amigo/ Hello Friend/ABC English and Spanish songs
Canción de los nombres/ Dan St Romain songs.
Codes:
PM Progress Monitoring
Student
Interest
Integration
Music: Different instruments
in the classroom and pod to
help students expressing
through music.
PG Parent Goal
Music: Different instruments in
the class-room and pod to help
students expressing through
music.
Music: Different instruments in
the classroom and pod to help
students expressing through
music.
T Table
Music: Different instruments in
the classroom and pod to help
students expressing through
music.
Music: Different instruments in
the classroom and pod to help
students expressing through
music.